Can help children to resist stressors (emotional, social, etc.)
Having one or more can reduce the effects of a child's exposure to trauma or stress. The more protective factors that are present, the more resilient a person could be.
Four Patterns of Resilience:
Dispositional - one having a sense of autonomy, self-worth, good health, etc.
Relational - one's role in society and in their relationships
Situational - one's ability to problem solve, make goals, and take action
Philosophical - one's belief that there is good in all situations and that self-development is important
Other factors that seem to be related include:
having motivation
using time in positive ways
family support and expectations
school and learning environment facilities, technology use, leadership)
Having a basis of knowledge can help create and promote more effective education strategies for at-risk students because instructional practices and the classroom environment matter.[4]
Fewer instructional strategies are effective for nonresilient students
Direct instruction is more suited for resilient students so that at-risk children are not being taught in a way that suits them.
Increased student-teacher interaction leads to a smaller gap between those resilient and nonresilient students.
More explanations, more encouragement, encouraging student engagement, responses, and successes, and having a focus on the task's learning processes contribute to a more positive classroom environment, which can translate to a child having a greater sense of community, autonomy, self-worth, and problem solving, in turn, possibly leading to greater school success.
Five practices to improve education outcomes of at-risk children:[5]
cognitively-guided instruction
teachers that are responsive to cultural differences
integration of technology into instruction
cooperative learning
instructional conversations
Five resilience strategies that teachers can implement:[6]
help to develop attachment relationships and create those opportunities - provide caring and support
help a student gain a sense of mastery - have high expectations
help to build social skills, along with academic skills
try to reduce the superfluous stressors in a child's life
^ Waxman, H.C., Gray, J.P., Padron, Y.N. (2003). Review of research on educational resilience. Center for research on education diversity & excellence, 11,1-22. Retrieved from http://www.cal.org/crede/pdfs/rr11.pdf
^ Waxman, H.C., Gray, J.P., Padron, Y.N. (2003). Review of research on educational resilience. Center for research on education diversity & excellence, 11,1-22. Retrieved from http://www.cal.org/crede/pdfs/rr11.pdf
^ Waxman, H.C., Gray, J.P., Padron, Y.N. (2003). Review of research on educational resilience. Center for research on education diversity & excellence, 11,1-22. Retrieved from http://www.cal.org/crede/pdfs/rr11.pdf
"...resilience is ordinary, not extraordinary."[1]
Harm and suffering is rarely escaped entirely, even by the most resilient child, but there are traits and ways to decrease the negative effects.[2]